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Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 1, Article 8 (Jun., 2017) |
Results regarding the themes and sub-codes are presented below.
Expectations towards and the outcomes of science fair practices
The expectations of PSTs before the practice, and their views regarding science fair after the practice were examined.
Table II. Prospective science teachers’ expectations towards the science fair and their opinions on the outcomes
Codes
Expectations
Outcomes
PSTs
Students
PSTs
Students
%
f
%
f
%
f
%
f
Affective expectations and outcomes
Communication opportunity
54%
22
3%
1
87%
42
23%
9
Getting attention/arousing curiosity/endearing
23%
11
83%
34
17%
5
93%
55
Developing self-confidence
20%
6
47%
18
60%
23
53%
26
Enjoyable learning
27%
9
30%
10
17%
5
33%
11
Cooperation
---
---
---
---
3%
1
33%
13
Cognitive expectations and outcomes
Gaining experience/developing knowledge-skill
93%
37
50%
16
90%
41
57%
23
Connecting science with daily life and other issues
---
---
---
---
0%
0
27%
9
Affective and cognitive expectations of PSTs, and their views regarding affective and cognitive outcomes are as follows:
Affective and cognitive expectations regarding science fair practices
As seen in Table II, given the affective expectations of PSTs regarding the practice, PSTs were observed to share expectations regarding science fair practices at high level as getting the attention of students, making them love science and arousing their scientific interest (83%). The views of two PSTs were as follows:
It helps students love science and technology better. It makes them love their school. They conduct experiments enabling them to learn through entertaining, and they enjoy it. Such practices are as beneficial for visitor students as the participating ones. They love science and technology, and they entertain. (PI-11)
An entertaining learning environment that attracts students can be created thanks to science fairs. (PI-24)
PSTs also stated that science fairs would enable them to establish communication with students (54%). To give an example, one of the PSTs (PI-15) shared her expectations as:
It will help me more accurately and more easily communicate with the students.
Similarly, 47% of PSTs shared their expectations of developing self-confidence in students. PST (PI-15) stated that:
It will help students increase their self-confidence. Teaching an experiment to their friends will make them happy. Therefore, they will be more interested in science.
While 30% of PSTs expressed that students should enjoy learning, 27% stated their expectations towards creating an environment where students enjoyed learning. 23% of PSTs shared their expectation regarding the increase in their own interest, curiosity and love for science. Additionally, some of PSTs (20%) stated that their own self-confidence would develop through science fairs. For example, PSTs shared that:
Thanks to this activity, I think I will be more self-confident and experienced. It will develop my responsibility and creativity. The more it contributes me, the more I will contribute to my students. (PI-25)
Spending time with students will be good for me. My experience will increase and I will be more practical. In fact, I become anxious when I’m left alone with students since I’ve no self-confidence. I think I will overcome this through this activity. (PI-30)
Related to the cognitive expectations of PSTs regarding science fair practices, the majority of PSTs shared their expectations to have experience and develop their own skills regarding science fair practices (93%). For instance, PST-12 shared that:
I think I can develop myself, try to guide students and research more subjects and explain those to them by simplifying to their level. I’m making preliminary preparation through searching internet, books, and of course with the help of you, my professors. (PI-12)
50% of PSTs also expressed that science fair practices might enable school students to develop knowledge and skills of science. For instance:
I think such activity will develop the responsibility of students, create an opportunity for them to overcome their excitement of explaining and showing what they did in front of people, and teach them to work with patience. (PI-17)
Affective and cognitive outcomes of science fair practices
Examining the views of PSTs regarding the affective outcomes, 93% stated that the interest and love of students for science increased through science fairs, which was parallel with their expectations. For example, in the post-interviews, PSTs shared their views regarding the outcomes of the practice in terms of students as follows:
We conducted experiments with students. Very creative ideas emerged. Everyone was so eager. They discovered new things in each week we met. A new idea… They strived for days even for preparing posters. I think it contributed much to students. They have never done such practice before. It took their attention, and now they think to conduct other projects in future. (FI-12)
Students learned that science lessons could be more effective, more instructive, and more entertaining. (FI-4)
PSTs also shared that science fair process was both entertaining and beneficial for themselves. For instance:
The period I spent in secondary schools under the name of community service was very effective and entertaining. I’ve seen my deficiencies, and found opportunity to reinforce what I’ve learned in the faculty of education. (FI-18)
PSTs also expressed that the biggest outcome of science fairs was the opportunity to communicate with students (87%). They stated that science fair practices strengthened their communication with students:
I realized the importance of communicating with students, and how and at what level we should explain the subjects. Briefly, I gained experience even within a short period of time. (FI-5)
It helped me with communicating with students. There are differences between the levels of students, and I gained experience on how to approach them. (FI-26)
Additionally, PSTs stated that students’ self-confidence in terms of scientific issues developed through activities (50%). For example, a PST shared that:
Students were informed about many subjects through conducting experiments and observing other experiments. Conducting experiments provided them self-confidence. (FI-6)
33% of PSTs expressed that students enjoyed learning science. Also, with the same percentage, PSTs indicated that students had the opportunity to work cooperatively. For instance:
Students’ studying with groups enabled them to work better, and to be more active socially. Exchanging ideas when preparing posters and studying together in theoretical part of the experiments were beneficial for them. (FI-18)
Students learned how to study and behave in groups. (FI-33)
60% of PSTs stated that science fairs increased their own self-confidence. They also pointed to the effect of the science fair practice on their future professional career. For instance:
I now realized that I am having education in science teaching. I got a sight of what kind of job I will do when I graduate, and I liked this profession. (FI-32)
I thought teaching profession was very beautiful and perfect for me. Taking care of students, explaining something to them, and making them feel this sense… I liked that all. I felt like a teacher (FI-12)
Related to the cognitive outcomes, 90% of PSTs expressed that they gained experience, and developed their knowledge and skills regarding science teaching. To give an example:
I did not know much about the subject and experiment. But then I’ve studied the subject in detail. Now I can easily guide my students to conduct these experiments in the future. It served as a model for me. (FI-12)
57% of PSTs also mentioned that the science fair practices created opportunities for students to have experience in doing science. For instance:
I think it provided students with many acquisitions like observing, collecting data, and making deductions. (FI-7)
Additionally, 27% of PSTs indicated that the practices helped students relate science with daily life and other issues (i.e. relating acid-base topic to the detergents used in daily life or to the neutralization of the acid indigestion).
The difficulties related to science fair practices
Table III presents the views of PSTs regarding the difficulties related to science fair practices.
Table III. Prospective science teachers’ opinions on the difficulties related to science fair practices
Codes
Pre-test
Post-test
PSTs
Students
PSTs
Students
%
f
%
f
%
f
%
f
Difficulties
Using chemical matter
3%
1
30%
10
13%
5
3%
1
Conducting and explaining experiments
40%
12
50%
15
40%
21
43%
16
Management
20%
7
0%
0
20%
7
0%
0
Getting attention
10%
3
0%
0
20%
7
3%
2
Communication
7%
2
0%
0
13%
4
3%
1
Using materials (manual skill)
0%
0
17%
5
0%
0
13%
4
Having no challenge
10%
3
7%
2
20%
6
30%
9
40% of PSTs stated that the biggest challenge they expected to encounter during practices were conducting and explaining experiments, while 20% evaluated the biggest challenge as management. In parallel with these predictions, PSTs’ evaluations regarding the challenges had the same percentages. For instance:
Firstly, I had difficulties in communication with students and making explanations to them since they had not heard some concepts before. For example, they did not know viscosity etc. at all. Teaching a new concept challenged me. (FI-28)
I had difficulty in answering different and interesting questions from students. I answered them all, but had difficulty. I also had difficulty in our first communication since I was in front of them as a prospective teacher for the first time, and I did not know how to behave (FI-19).
Before science fairs, 50% of PSTs stated that the students might have difficulty in conducting experiments and explaining to their friends, while 30% in using chemicals. After science fair practices, 43% of PSTs stated that the students had difficulty in conducting experiments and explaining them to their friends. For example:
Students had difficulties while presenting their projects and explaining to their friends. They were shy about telling a wrong thing. They were looking into my eyes while explaining for the fear of making a mistake. They kept their silence when they were stuck, for example one of them broke his/her test tube while presenting his/her experiment, and couldn’t continue. But after I encouraged him/her, he/she continued and had no problem after that. (FI-27)
30% of PSTs, on the other hand, stated that students had no difficulty in science fairs practices.
Table IV shows the views of PSTs regarding instructional plans to be applied in their future teaching career.
Table IV. PSTs’ opinions on the instructional plans
Codes
Pre-test
Post-test
%
f
%
f
Instructional plans
Experiment/activity-based teaching
97%
29
100%
42
Using materials
17%
5
20%
9
Accordingly, before science fair practices, 97% of PSTs stated that they would use experiment and activity based teaching in science lessons, and organize science fairs in their future professional life. For example, two PSTs shared that:
I would like to organize science fair activities in schools I will serve as a teacher in the future. (PI-14)
It will be beneficial for students in terms of both gaining responsibility, and observing and understanding different projects through the activities. (PI-17)
This rate was increased to 100% after science fair practices. To provide examples, PSTs stated that:
As I saw, science fairs attract students. I can make them conduct projects more frequently. I experienced the importance of group study, and saw that giving responsibility to students affects them. (FI-14)
I plan to conduct such activities when I become a teacher. I plan to develop the skills of students to conduct experiments and communicate through organizing science fairs. (FI-6)
In addition to these, instructional plans regarding material use increased with small rate from 17% to 20%.
Table V presents the suggestions of PSTs regarding science fair practices.
Table IV. PSTs’ opinions on the instructional plans
Codes
PSTs
Pre-test
Post-test
%
f
%
f
Suggestions
The number of participants
20%
6
23%
8
Choosing experiment
Appropriateness for the level of students
0%
0
50%
16
Safety
0%
0
23%
7
Being attractive/visuality
13%
4
47%
20
The number/type of experiment
27%
8
27%
8
Duration/frequency of practices
17%
5
40%
13
Accordingly, the views regarding the number of participants in practices showed a slight increase from 20% to 23%. PSTs suggested to increase the number of students assigned in practices, and to expand science fairs to more schools. While before science fairs, no PSTs paid attention to choosing experiments appropriate for the grade level of students, after science fair practices 50% of PSTs stated that the experiments should be appropriate for the grade level of students. Similarly, not sharing any views regarding the safety of experiments before practices, PSTs (23%) indicated the importance of including non-hazardous and safe experiments after the practices. The rate of PSTs emphasizing to choose attractive, visual, and entertaining experiments was low before practices (13%), and increased to 47% after practices. The percentage of PSTs commenting on the period and frequency of practices also increased from 17% to 40%.
